Date of Award

5-7-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Thomas Barrett

Abstract

Students determined to be underprepared for college-level mathematics would be enrolled in a sequence of developmental mathematics courses before taking their college-level mathematics course. Students who started in the lowest level of developmental mathematics had a twenty percent chance of completing their college-level mathematics credits (Bailey et al., 2010). Two innovative approaches were implemented to assist students with completing their college-level mathematics course. First, creating mathematics pathways courses aligned with student’s degree plans. Second, implementing developmental mathematics corequisite courses supporting the mathematics pathways courses. Thus, reducing the time it took an underprepared mathematics student to complete their college-level mathematics requirement. Colleges and universities in Arkansas, with the support of the Mathematics Pathways to Completion and Strong Start to Finish grants, had worked together to scale the implementation of mathematics pathways and developmental mathematics corequisite courses as a statewide initiative. Colleges could choose their design and how to implement developmental mathematics corequisite courses to meet the needs of their student population. This study explored how faculty had chosen to design and implement developmental mathematics corequisite courses offered by two-year public colleges in Arkansas. Five colleges of the twenty-two two-year colleges in Arkansas participated. The research used Astin and Antonio’s (2012) Input-Environment-Outcome (I-E-O) model to collect information on how faculty had designed the corequisite courses. The findings indicated the colleges had chosen different designs for their corequisite courses. Faculty had considered the needs of their student population. The success of the corequisite courses as an innovative change for these colleges has improved student success.

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